GOALSin coaching

Glenn MartinEthics and Values in Business

INDEX

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Introduction

Models of coaching

The “flow” of coaching

How goals get set (how the world

“occurs”)

Types of goals: domains

Types of goals: world views

Writing

Sources

Contact information

The goals for this session

A better understanding of the role of goals and goal-setting in coaching

An insight into the value of writing in coaching

(developing expertise)

Goals and coaching models

Training Zone forum

GROW: Goals – Reality – Options – Will

CIGAR: Current reality – Ideal – Gaps – Action – Review

ACHIEVE: Assess – Creative brainstorming – Honing goals –Initiating options – Evaluating options –Valid action plan –Encouraging momentum

STAR: Situation – Thoughts and feelings – Actions – Results

GAINS: Goal – Assessment – Ideas – Next steps – Support

LADIR: Listen – Analyse – Determine goals – Implement – Review

The value of goals in coaching

Provide direction and structure

Provide way of assessing achievement

Can narrow the focus too much

Look for conventional solutions

Inhibit real challenge, growth

Performance-based only

Prevent opening doors to greater insights about self

Models are maps, not the territory.

The Positives The risks/shortcomings

The “flow” of coaching

P. Zeus & S. Skiffington, The coaching at work toolkit, p61

The “flow” of coaching

James Flaherty, Coaching, p40

The end state of coaching

What is the end state of coaching (for the coachee)?

• long-term, excellent performance• self-correction• self-generation

Comments from coaches on goal-setting

Group A Group B Group C

Communication

Listening

Agree to coaching

Clarity about skills required

Sharing skills & knowledge

Active listening, not telling

Rapport, trust, empathy

Build relationship

Awareness of possibilities

Commitment

Defining issues

Managing expectations

Work within culture

Responses from participants in training course on coaching, conducted by Ann Whyte

The goals you set for yourself are a product of how you see the world and yourself.

Three laws of performance

1. How people perform correlates to how situations occur to them.

2. How a situation occurs arises in language.

3. How we articulate the future transforms how situations occur to people, and how they perform.

The internal context for goal-setting

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Values

Attitudes

Motivations

Needs

Emotions Thoughts

Interests and concerns

BehaviourPerformance

Words (language)ActionsHabits

Rules for goal-setting

Don’t leap to the solution too quickly. The first solution is not always the right

solution. Get in touch with what matters to

you/the coachee emotionally.

How do you get clear about your goals?

Describe a situation in your life that you are currently processing. Some examples: getting used to my new boss actually living with my boyfriend/girlfriend having a disagreement with a colleague worrying about my mother’s health whether I should buy a new car.

Levels of change

Stage 1: New practices, language, skills

Stage 2: Insight, changing action rules, generalisation

Stage 3: Internalised values, skills, beliefs and habits

BEHAVIOUR

PRINCIPLES

INTEGRATION

Peter Senge, The fifth discipline

Types of goals: four domains

I

Physical environment

Society

My body Interpersonal relations

It We

World views

Law Relationships Identity

SurvivalCompliance

OrderRolesResponsibilityTrus t

GrowthCreativityWell-beingSocial harmonyIntimacyPeace

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The Book of Changes says:

The revolution is only believed inafter it has been achieved.

On writing….

An exercise: self-observationStop twice a day – midday and at the end of the day and ask yourself these questions. You may write down your thoughts in a journal. What is occupying my thoughts? What judgements have I made about myself? Whom do I feel close to now? Why? What is my most important goal right now?

Why? What did I learn from this exercise? How will I

take what I learned into action?

SourcesCoaching and developmentJames Flaherty, Coaching: evoking excellence in others

(Elsevier Butterworth-Heinemann, 2005)Steve Zaffron & Dave Logan, The three laws of performance

(Jossey-Bass, 2009)Perry Zeus & Suzanne Skiffington, The coaching at work

toolkit (McGraw-Hill, 2002)Peter Senge, The fifth discipline (Random House, 1992)Ethics and valuesGlenn Martin, Human values and ethics in the workplace (GP

Martin, 2007)Ken Wilber, A theory of everything (Shambhala, 2001)

Sources

WritingJulia Cameron, The artist’s way workbook (Tarcher, 2006)Julia Cameron, The right to write (Pan Books, 2000)Oriah Mountain Dreamer, What we ache for (Harper, 2005)Gillian Bolton, Reflective practice (Sage, 2005)David Whyte, Crossing the unknown sea (Riverhead Trade,

2002)

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Materials available

www.glennmartin.com.au

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www.ethicsandvalues.com.au